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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan
M. Ma’ruf
Universitas PGRI Wiranegara Pasuruan, Indonesia
Education

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INOVASI KEPALA SEKOLAH DALAM MEWUJUDKAN BUDAYA LITERASI TAHFIDZ DI SMAN 2 PASURUAN Nazilatul Khauroh; Nurhasan Nurhasan; M. Ma’ruf
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3451

Abstract

Objective: This study aims to analyze the principal’s innovations in developing a tahfidz literacy culture at SMAN 2 Pasuruan, a public senior high school, and to identify the factors supporting and hindering its implementation. The study is motivated by the limited experience of public schools in implementing structured tahfidz programs compared with Islamic boarding schools (pesantren) and Islamic schools (madrasahs). Method: This study employed a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with the principal, Islamic Religious Education (PAI) teachers, tahfidz instructors, and students, as well as documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was ensured through triangulation. Results: Results: The findings show that the principal’s innovations were implemented through three stages: participatory planning based on an analysis of students’ needs; program implementation through collaboration with the Lembaga Pengembangan Tilawatil Qur’an (LPTQ), regular tahfidz sessions, integration of tahfidz activities into PAI instruction, and student rewards; and periodic evaluation conducted every six months. Supporting factors include collaboration with the LPTQ, support from PAI teachers and tahfidz instructors, well-organized schedules, parental support, and students’ enthusiasm. Inhibiting factors include limited time, inconsistent student discipline, excessive gadget use, and low motivation among some students.
IMPLEMENTASI MODEL CO-TEACHING GURU PENDIDIKAN AGAMA ISLAM DAN GURU BIMBINGAN KONSELING DALAM MENGATASI KARAKTER SISWA BROKEN HOME DI SMK PGRI 4 PASURUAN Eka Anisawati; M. Ma’ruf; Nur Hasan
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3434

Abstract

Objective This study aims to examine the implementation of a co-teaching model involving Islamic Religious Education teachers and Guidance and Counseling teachers in addressing the character issues of students from broken homes at SMK PGRI 4 Pasuruan, as well as to identify the character values ​​fostered and the supporting and inhibiting factors involved. The study employs a descriptive qualitative approach using a phenomenological method. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The study's novelty lies in the integration of a parallel co-teaching model that combines the spiritual-religious approach of Islamic Religious Education teachers (focusing on spiritual strengthening and moral values) with the psychological approach of Guidance and Counseling teachers (utilizing coaching techniques and intensive counseling). This is uniquely combined with the Restitution Triangle system and a pre-internship work readiness program titled "Implementation of Belief in the One and Only God in the Era of Globalization within the Business and Industrial World." The results indicate that the co-teaching implementation was structured around questionnaire-based assessments, coaching techniques, and restitution; the character values ​​successfully fostered included responsibility, discipline, and honesty; supporting factors included routine religious activities, inter-teacher communication, school management support, and practical training facilities; while the primary inhibiting factors were student apathy resulting from family trauma and the influence of external social circles.
Co-Authors Eka Anisawati Nazilatul Khauroh Nur Hasan Nurhasan Nurhasan